Y: In order to become a proficient reader, you must be able to self-correct and fix comprehension problems as you read and have a goal in mind: understand the larger meaning of a text. Unfortunately, many of our students do not develop this skill. They don't realize there is a meaning to them understanding what they are reading. Most students are just frustrated with the fact they HAVE to read, especially poor readers. They spend most of their reading time concentrating on decoding words in sentences, forgetting that there is meaning. A strategy I use in teaching reading comprehension is to ask the students questions such as: Who, What, When, Why, Where, How questions. Also, asking inference-level questions about things that were implied but not directly stated in text. We want the students to be able to bring their own knowledge into the text. A really good way to do this is finding out what the readers interests are.
Reading is an integrated process of many words, sentences, and text level strategies. This kind of meaning construction involves a variety of cognitive, emotional, personal, and social skills.
All readers perform and learn at different levels and learning styles. Finding out which style your student responds to best, is a good place to start in developing a proficient reader.
Michelle
Friday, February 27, 2009
lesson 5
Lesson 5
Young learners can be esposed to literacy through all centers in your
classrooms. There is an importance of integrating literacy in all areas. Students learn by experiences. Centers are a great way to give students opportunities to incorporate all areas of learning.
The book nook and writing centers are very important in a classroom. I certainly agreed that all centers can integrate literacy. Students need a variety of ways to develop literacy. A classroom can use all centers to encourage literacy. This will be enjoyable and beneficial for the students in your classroom.
I thought the idea of incorporating words into the students artwork was interesting. This would increase their vocabulary and expand their creativity. I will use their ideas about sponge painting with letters. There are many things a student can make using paint and sponges. One thought I had was writing our sight words from our phonics lessons. Illustrating stories with artwork and words was also a good idae from this chapter.
The listening center was another that is very good to incorporate in a classroom. I hope to encourage this more during the rest of the year. Since my students love storytime, they might decide to choose to read books at center time.
I already use manipulative, blocks and computer centers in my classroom. It was encouraging to know how much value these centers have for enhancing literacy skills. I know we have lots of oral discussions about what they are making or building. The students have learned to help each other and share ideas.
We have been doing different things to meet the science pass objectives. I realize the importance of setting up a center for the students to visit. There is many different skills that can be taught. A science center can build vocabulary, acquire thinking, investigating skills, solving problems, and learn more about our world.
This chapter was full of ideas for every center in a classroom. All ideas used were very engaging for students. Students can have many opportunties using centers to develop writing skills through a variety of materials and activities.
Kerry Bryan
Mill Creek Kindergarten
Mill Creek, Ok.
Young learners can be esposed to literacy through all centers in your
classrooms. There is an importance of integrating literacy in all areas. Students learn by experiences. Centers are a great way to give students opportunities to incorporate all areas of learning.
The book nook and writing centers are very important in a classroom. I certainly agreed that all centers can integrate literacy. Students need a variety of ways to develop literacy. A classroom can use all centers to encourage literacy. This will be enjoyable and beneficial for the students in your classroom.
I thought the idea of incorporating words into the students artwork was interesting. This would increase their vocabulary and expand their creativity. I will use their ideas about sponge painting with letters. There are many things a student can make using paint and sponges. One thought I had was writing our sight words from our phonics lessons. Illustrating stories with artwork and words was also a good idae from this chapter.
The listening center was another that is very good to incorporate in a classroom. I hope to encourage this more during the rest of the year. Since my students love storytime, they might decide to choose to read books at center time.
I already use manipulative, blocks and computer centers in my classroom. It was encouraging to know how much value these centers have for enhancing literacy skills. I know we have lots of oral discussions about what they are making or building. The students have learned to help each other and share ideas.
We have been doing different things to meet the science pass objectives. I realize the importance of setting up a center for the students to visit. There is many different skills that can be taught. A science center can build vocabulary, acquire thinking, investigating skills, solving problems, and learn more about our world.
This chapter was full of ideas for every center in a classroom. All ideas used were very engaging for students. Students can have many opportunties using centers to develop writing skills through a variety of materials and activities.
Kerry Bryan
Mill Creek Kindergarten
Mill Creek, Ok.
Week 5 Assignment-Youngest Learner
Reading and writing can be incorporated in all areas of learning. Posters hanging on the wall that have pictures and print can catch a students attention and inspire them to try reading or copying what is on the poster.
In my class we do a lot of group work and we include art, writing, play dough, crayons, markers and other various art materials. We make our group projects a enjoyable learning time. Each student is given a different task, these task will include doing research, writing, and drawing.
When writing and print are included in learning centers it encourages students to write stories and draw pictures to go along with the story.
In Social Studies this week students are learning about reading a map and drawing maps of their community. They have to include streets, stores, houses, etc..., and label each item. They are also coloring the maps with different symbols and features.
I encourage students to read print on posters, road signs, billboards, etc....
In a block center road maps, pictures of buildings, and blank paper for students to draw a picture of the structure they build with blocks.
Manipulatives of letters, numbers, magnetic pictures, scissors, glue placed throughout the room will help students put words and pictures together to form a book.
Reading and writing can be incorporated in all areas of learning. Posters hanging on the wall that have pictures and print can catch a students attention and inspire them to try reading or copying what is on the poster.
In my class we do a lot of group work and we include art, writing, play dough, crayons, markers and other various art materials. We make our group projects a enjoyable learning time. Each student is given a different task, these task will include doing research, writing, and drawing.
When writing and print are included in learning centers it encourages students to write stories and draw pictures to go along with the story.
In Social Studies this week students are learning about reading a map and drawing maps of their community. They have to include streets, stores, houses, etc..., and label each item. They are also coloring the maps with different symbols and features.
I encourage students to read print on posters, road signs, billboards, etc....
In a block center road maps, pictures of buildings, and blank paper for students to draw a picture of the structure they build with blocks.
Manipulatives of letters, numbers, magnetic pictures, scissors, glue placed throughout the room will help students put words and pictures together to form a book.
Wednesday, February 25, 2009
Y - Space beyond the Book Nook
As a special education teacher, I only have my students for a hour or so a day. I do try to incorporate other activities into my assignments. I do not have centers exactly in my room, other than reading and writing. I do have manipulatives for the students to use and enjoy. I have different foreign language activities and listening tapes, math manipulatives, science manipulatives ( for our butterfly activity), and art papers. I feel it is hard for me to include extra time for other activities when my students come to me for being behind in other areas. I feel it is my time to give them one to one instruction, but I try to incorporate fun learning as well.
As a special education teacher, I only have my students for a hour or so a day. I do try to incorporate other activities into my assignments. I do not have centers exactly in my room, other than reading and writing. I do have manipulatives for the students to use and enjoy. I have different foreign language activities and listening tapes, math manipulatives, science manipulatives ( for our butterfly activity), and art papers. I feel it is hard for me to include extra time for other activities when my students come to me for being behind in other areas. I feel it is my time to give them one to one instruction, but I try to incorporate fun learning as well.
Y - Writing Centers are important for all classes. I have used them for all my students in the special Education program. I have it right next to my reading center. I do this so my students can incorporate their reading and writing skills together. I let my younger students dictate what they want to say to me, then I have them copy it for themselves. I feel in this manner, I am demonstrating correct writing skills, but still letting them experiment on their own.
When we do our spelling words each week my routine is to write the words on the board, have the students copy them (in both print and cursive, if appropriate), then check their writing skills for correct placement, and then praise them for their work.
When we do our spelling words each week my routine is to write the words on the board, have the students copy them (in both print and cursive, if appropriate), then check their writing skills for correct placement, and then praise them for their work.
Week 4 Assignment
When I was in a regular classroom setting, I employed the Cued-Alouds during the story. Using the Rules of Notice for other subjects would not be difficult to achieve. This would be a great tool for students to utilize to deepen their comprehension of the text.
Week 5 Assignment
Dear Participants:
We have two weeks more to go although I will offer those of you who couldn’t participate with us right away the opportunity to make some of that time up with an extra week of discussion. I would like to propose an Open Forum where any topic related to teaching reading, no matter where or how, will be a valid one for discussion. I would also like to propose that during that 7th week, anyone wishing to discuss an issue related to teaching should post it and get suggestions/comments from other participants. To get us started, I will ask that you jot down between now and the end of the training any thought that might be an issue for discussion. For example, some of you have mentioned what time pressures do to your creativity and to your willingness to implement some of the new or modified strategies we saw here, or, indeed, anywhere – conferences, professional development sessions, meetings, etc. Whether you participate or not is up to you, but if you think you might like that, jot ideas down. I have a short list of topics I will propose, but , as long as it is a teaching issue, you may propose a topic yourself.
For Think-Alouds, I would like for us to focus for discussion purposes on Chapter 4, “Navigating Meaning: Using Think-Alouds to Help Readers Monitor Comprehension.” It is an essential tool for independent readers – and isn’t that our final goal, having students be able to understand the toughest of readings on their own? Read this chapter reflectively. Although some of you will say that getting students to this point in their reading skills would take up too much time, think about the time earned from then on if students have the skills to tackle the hardest reading assignment.
The connection with Youngest Learner is the emphasis on awareness and thought-provoking activities. If our students start learning to think for themselves from infancy, just imagine what they will be capable of by the time they reach you. All the different centers the new chapter discusses teach children to pay attention to knowledge presented in whatever form possible: art, tapes, computers, etc. As reading and writing teachers, you know that we teachers use graphic organizers – art, isn’t it?
Online Training 02/25/09 — 03/03/09 Week 5
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 9, “Spaces Beyond the Book Nook and Writing Center, “ pp. 161 - 179
Think-Alouds: Chapter 4, "Navigating Meaning,” pp.93-110.
Pay special attention to the Flow Chart and the Student Checklist on pp. 98 – 110.
Prompt: Read the Youngest Learner material first. Then read the Think-Aloud material through p. 100. Stop, reflect on what you have read for a few minutes. Practice using the self-monitoring strategies as you complete the chapter. Take notes on your thinking and questioning as you read pp. 101 – 110. We teachers are so used to reading and to the strategies we use to understand things well that we use strategies without even noticing them. Our own awareness of our use of strategies will help us teach our children how to be strategic readers.
If you want an extra challenge, try a self-monitoring think aloud with a partner or two. Take turns reading and questioning, noting, predicting and , yes, even using fix-up strategies when you get to pp. 109 – 110.
For your post this week, discuss the strategies you used (you may really have to be super aware to make yourself notice them; with us, they are automatic). In addition, if you thought of a spot where someone might have needed a fix-up strategy, discuss that too.
Did the experience tell you anything about how to get students to do this? If we can’t get ourselves to do it, can we ever hope to teach it?
I can’t wait to read your posts!
Vicky
P. S. In a day or two, I will send out the template for the presentation you will need to make over distance learning. Some of you have been worrying about this; please, don’t. It is nothing out of the ordinary. Throughout this whole time, one of our purposes has been to get you to use the technology. This is a safer place to learn than in the classroom in front of 30 smiling children.
We have two weeks more to go although I will offer those of you who couldn’t participate with us right away the opportunity to make some of that time up with an extra week of discussion. I would like to propose an Open Forum where any topic related to teaching reading, no matter where or how, will be a valid one for discussion. I would also like to propose that during that 7th week, anyone wishing to discuss an issue related to teaching should post it and get suggestions/comments from other participants. To get us started, I will ask that you jot down between now and the end of the training any thought that might be an issue for discussion. For example, some of you have mentioned what time pressures do to your creativity and to your willingness to implement some of the new or modified strategies we saw here, or, indeed, anywhere – conferences, professional development sessions, meetings, etc. Whether you participate or not is up to you, but if you think you might like that, jot ideas down. I have a short list of topics I will propose, but , as long as it is a teaching issue, you may propose a topic yourself.
For Think-Alouds, I would like for us to focus for discussion purposes on Chapter 4, “Navigating Meaning: Using Think-Alouds to Help Readers Monitor Comprehension.” It is an essential tool for independent readers – and isn’t that our final goal, having students be able to understand the toughest of readings on their own? Read this chapter reflectively. Although some of you will say that getting students to this point in their reading skills would take up too much time, think about the time earned from then on if students have the skills to tackle the hardest reading assignment.
The connection with Youngest Learner is the emphasis on awareness and thought-provoking activities. If our students start learning to think for themselves from infancy, just imagine what they will be capable of by the time they reach you. All the different centers the new chapter discusses teach children to pay attention to knowledge presented in whatever form possible: art, tapes, computers, etc. As reading and writing teachers, you know that we teachers use graphic organizers – art, isn’t it?
Online Training 02/25/09 — 03/03/09 Week 5
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 9, “Spaces Beyond the Book Nook and Writing Center, “ pp. 161 - 179
Think-Alouds: Chapter 4, "Navigating Meaning,” pp.93-110.
Pay special attention to the Flow Chart and the Student Checklist on pp. 98 – 110.
Prompt: Read the Youngest Learner material first. Then read the Think-Aloud material through p. 100. Stop, reflect on what you have read for a few minutes. Practice using the self-monitoring strategies as you complete the chapter. Take notes on your thinking and questioning as you read pp. 101 – 110. We teachers are so used to reading and to the strategies we use to understand things well that we use strategies without even noticing them. Our own awareness of our use of strategies will help us teach our children how to be strategic readers.
If you want an extra challenge, try a self-monitoring think aloud with a partner or two. Take turns reading and questioning, noting, predicting and , yes, even using fix-up strategies when you get to pp. 109 – 110.
For your post this week, discuss the strategies you used (you may really have to be super aware to make yourself notice them; with us, they are automatic). In addition, if you thought of a spot where someone might have needed a fix-up strategy, discuss that too.
Did the experience tell you anything about how to get students to do this? If we can’t get ourselves to do it, can we ever hope to teach it?
I can’t wait to read your posts!
Vicky
P. S. In a day or two, I will send out the template for the presentation you will need to make over distance learning. Some of you have been worrying about this; please, don’t. It is nothing out of the ordinary. Throughout this whole time, one of our purposes has been to get you to use the technology. This is a safer place to learn than in the classroom in front of 30 smiling children.
Tuesday, February 24, 2009
Youngest Reader - Week 4
Youngest-Learner Week 4
Y--We do not have writing centers in the library. We have each class K-4th only one hour per week. However when we do writing projects with the classes we instruct the students in story development, using beginning middle and end for their stories. We model a story by reading a short story for them before we begin we point out the parts of the story for them. This gives them a fresh idea of how a story flows. When we have a list of the words the students are studying for that week we ask them to include some or all of their words in their stories. We will give the students a picture of non-related items and have them make up a story about what they see. Because we do not have any student computers in the library, the students must write their stories on paper which we supply. We display their stories on the wall in the library which helps to encourage them. We will often have a contest for the most interesting story, with the prize being a pencil.
Shady Point School Library
Brenda/Sue
Y--We do not have writing centers in the library. We have each class K-4th only one hour per week. However when we do writing projects with the classes we instruct the students in story development, using beginning middle and end for their stories. We model a story by reading a short story for them before we begin we point out the parts of the story for them. This gives them a fresh idea of how a story flows. When we have a list of the words the students are studying for that week we ask them to include some or all of their words in their stories. We will give the students a picture of non-related items and have them make up a story about what they see. Because we do not have any student computers in the library, the students must write their stories on paper which we supply. We display their stories on the wall in the library which helps to encourage them. We will often have a contest for the most interesting story, with the prize being a pencil.
Shady Point School Library
Brenda/Sue
Week 4 Youngest Learner
Youngest-Learner Week 4
Y--We do not have writing centers in the library. We have each class K-4th only one hour per week. However when we do writing projects with the classes we instruct the students in story development, using beginning middle and end for their stories. We model a story by reading a short story for them before we begin we point out the parts of the story for them. This gives them a fresh idea of how a story flows. When we have a list of the words the students are studying for that week we ask them to include some or all of their words in their stories. We will give the students a picture of non-related items and have them make up a story about what they see. Because we do not have any student computers in the library, the students must write their stories on paper which we supply. We display their stories on the wall in the library which helps to encourage them. We will often have a contest for the most interesting story, with the prize being a pencil.
Shady Point School Library
Brenda/Sue
Y--We do not have writing centers in the library. We have each class K-4th only one hour per week. However when we do writing projects with the classes we instruct the students in story development, using beginning middle and end for their stories. We model a story by reading a short story for them before we begin we point out the parts of the story for them. This gives them a fresh idea of how a story flows. When we have a list of the words the students are studying for that week we ask them to include some or all of their words in their stories. We will give the students a picture of non-related items and have them make up a story about what they see. Because we do not have any student computers in the library, the students must write their stories on paper which we supply. We display their stories on the wall in the library which helps to encourage them. We will often have a contest for the most interesting story, with the prize being a pencil.
Shady Point School Library
Brenda/Sue
Monday, February 23, 2009
Week 4 Assignment
In the article, the Youngest Learner on page 146, the author's comment on semiphonetic writing really struck a chord with me. I could really relate to the example he gave, writing mt for the word empty, because I have three teenage sons, all of whom are acomplished text messagers (messengers?).
On page 147, the suggestion "Always ask children to write their name in the upper left corner of their paper. This orients children's eyes to the left and gives them nowhere else to go with their letters but to the right" was exellent, and I plan to employ it.
On page 148, I liked the word of caution: "If a child writes something that you can't read, ask him or her to read it to you rather than asking what it says. Asking what it says only reinforces the fact that their writing is illegible, which could have negative consequences." This is a subtle distinction, and I know that I have made this mistake in the past.
On page 153, the author spoke of blank books for children to write and illustrate. I do this in the spring as part of a unit. The unit is on beans. The class dissects pinto beans, identifies the parts, and describe their observations. We then germinate and plant more beans in clear plastic cups (to afford a view of the root systems). Finally, we make our "Bean Books" with brown construction paper cut into the shape of pinto beans.
Kerry Bryan Posts
These are Kerry's posts. She has had a problem posting, but I didn't know about it. I hope to fix whatever it is soon. Meanwhile, here are her entries.
Kerry Bryan’s Posts
Writing Center Lesson 4
A writing center should have many activities for the students to work. Therevshould be several tools for students to use such as: pencils, crayons, or markers. They can create drawings, sight words, letters to friends. I liked the idea of students having file boxes and mail boxes. The idea of having charts in the center and students bringing pictures or magazines from home was great. I really learned alot from this chapter to halp develop students writing skills.
The scaffolded writing is very important to young learners. I feel having a writing center in your room would really give the teacher more time individually with students. Each student would get the special instruction needed for writing.The scaffolded writing promotes vocabulary learned and how to use words in sentences. Journal writing will become easier with time, if given some individual instruction from beginning. My class uses a chart most of the time. We put words on the smart board or dry erasse board. We think of sentences using our new sight words. Then we write them on the board. Most of our journal writing is done as a group. We are beginning to write our new words from our phonic lessons. The class discusses their meaning and write sentences. Students practice spacing when writing sentences. This chapeter gave good ideas on how to improve writing skills in the young learner.
Book Nook Lesson 3
The benefits of having a Book Nook in your classroom. A book nook will enhance reading skills in children. Sharing books can help literacy emerge in children. There should always be a time in the day to read for fun to students. Reading to students and encouraging discussion about the books helps vocabulary to emerge and develop in your students. You should always use a variety of books.
Developing a book nook can be an important part of your classroom. The space should be small, but inviting, so students want to choose to go when they have free time.
Books you use in your book nook should be a variety of themes. Special occasions like holidays or seasons, animals, places, foods, transportation are examples.
My book nook is in a corner with a big cardboard Clifford the Big red dog. My students love pretending to read to him. I use books with lots of pictures so they can tell the story and believe they are reading. I put books in a basket. The students sometime ask for certain books I have read to them in class. I try to change them out every other week. The students are also aloud to go to other parts of the room.
This chapter really encourged me to use a book nook in my room.
Read-Alouds Lesson 2
Reading loud to children is very important part of a younger learners curriculum. Teachers should read everyday to their class. I feel the older students enjoy this time too. A teacher should pick a time each day where students can take a break from class work. Students need to participate during the reading session.
The book list in chapter 4 was informative on different titles that you would want to look for in your library. Students should be in a comfortable and close to teacher so they can hear the story.
In my class the students sit on carpet in a circle. I call it storytime. I sit in a rocking chair. I usually have books selected for different holidays and special events that happen during each month. I feel this helps with teaching social studies and science. I usually read with a stuff animal to get the students interested. I usually change my voice to give eachcharacter their own identity. Older students would enjoy chapter books. So they can look forward to finding out what happens to characters in a certain situation. My students are allowed to bring a stuffed animal from home and a special book. This really gets them edxcited about reading. My foster grandmother also reads to them on Tuesday and Thursday when I have speech therapy.
I am having trouble with my ablog account. So I am sending thie lessons by email. Kerry Bryan MillCreek School
Kerry Bryan’s Posts
Writing Center Lesson 4
A writing center should have many activities for the students to work. Therevshould be several tools for students to use such as: pencils, crayons, or markers. They can create drawings, sight words, letters to friends. I liked the idea of students having file boxes and mail boxes. The idea of having charts in the center and students bringing pictures or magazines from home was great. I really learned alot from this chapter to halp develop students writing skills.
The scaffolded writing is very important to young learners. I feel having a writing center in your room would really give the teacher more time individually with students. Each student would get the special instruction needed for writing.The scaffolded writing promotes vocabulary learned and how to use words in sentences. Journal writing will become easier with time, if given some individual instruction from beginning. My class uses a chart most of the time. We put words on the smart board or dry erasse board. We think of sentences using our new sight words. Then we write them on the board. Most of our journal writing is done as a group. We are beginning to write our new words from our phonic lessons. The class discusses their meaning and write sentences. Students practice spacing when writing sentences. This chapeter gave good ideas on how to improve writing skills in the young learner.
Book Nook Lesson 3
The benefits of having a Book Nook in your classroom. A book nook will enhance reading skills in children. Sharing books can help literacy emerge in children. There should always be a time in the day to read for fun to students. Reading to students and encouraging discussion about the books helps vocabulary to emerge and develop in your students. You should always use a variety of books.
Developing a book nook can be an important part of your classroom. The space should be small, but inviting, so students want to choose to go when they have free time.
Books you use in your book nook should be a variety of themes. Special occasions like holidays or seasons, animals, places, foods, transportation are examples.
My book nook is in a corner with a big cardboard Clifford the Big red dog. My students love pretending to read to him. I use books with lots of pictures so they can tell the story and believe they are reading. I put books in a basket. The students sometime ask for certain books I have read to them in class. I try to change them out every other week. The students are also aloud to go to other parts of the room.
This chapter really encourged me to use a book nook in my room.
Read-Alouds Lesson 2
Reading loud to children is very important part of a younger learners curriculum. Teachers should read everyday to their class. I feel the older students enjoy this time too. A teacher should pick a time each day where students can take a break from class work. Students need to participate during the reading session.
The book list in chapter 4 was informative on different titles that you would want to look for in your library. Students should be in a comfortable and close to teacher so they can hear the story.
In my class the students sit on carpet in a circle. I call it storytime. I sit in a rocking chair. I usually have books selected for different holidays and special events that happen during each month. I feel this helps with teaching social studies and science. I usually read with a stuff animal to get the students interested. I usually change my voice to give eachcharacter their own identity. Older students would enjoy chapter books. So they can look forward to finding out what happens to characters in a certain situation. My students are allowed to bring a stuffed animal from home and a special book. This really gets them edxcited about reading. My foster grandmother also reads to them on Tuesday and Thursday when I have speech therapy.
I am having trouble with my ablog account. So I am sending thie lessons by email. Kerry Bryan MillCreek School
week 4 Strategic literacy
Y- At the beginning of the year my Pre-K & K class begin by making a class book. I choose a topic such as Getting Ready for School. The students draw pictures and I write 1-2 sentences that they dictate at the bottom of their picture. Other times we read a book such as Brown Bear, Brown Bear What Do You See, or Chicka Chicka Boom Boom.We then use that format to make our own book. I leave the books out for the students to read in the reading centers. I always model the writing process on the board or on chart paper. I help students that need help writing, but encourage all the students to write their own words. In the writing center, I have dry erase boards, small chalk boards, colored pencils, crayons, pens, pencils, lined and unlined paper. The children draw a picture and write about it. Students that wish to share their writing with the class may do so.
YL writing centers
One of the hardest things for students is to have a topic to write about, when they are given a writing assignment. I have collected lots of pictures over the years. One of the best ways is to tear them off of calendars. There are some beautiful pictures on calendars. I also have story starters. Once my students start writing I will read their writings, but not put red marks all over it. We learn many ways of correcting our writing in Language Class. They sometimes can correct their own with just a little help. Good readers make good writers and the other way around also.
Assignment Week 4: Youngest Learner
Writing is very important for all ages of children. I taught Pre-School for several years and would help students write stories for their drawings. The drawings would just be scribbling for some but a story could be told from the pictures. The students would tell me about their picture and I would write the words for them.
I always had picture books in the literacy center (book center) and the students would read the story (tell the story from the pictures it would not be the exact words in the book), this helps them gain confidence in themselves. It also helps them make the connection of pictures with the correct word order (letter order).
With my older students we do daily journal writing I write the topic on the board and we brain storm ideas using the story or word web. I encourage students to be creative with their writing and to draw pictures they can associate with the story.
I will model for students using the overhead projector showing pictures and short writings.
I have a variety of books and writing materials in the classroom.
A inviting writing center includes paper, crayons, markers, stencils, and old books (magazines) for the students to cut out to include in a story.
The fourth grade students just finished writing a play, the students picked the type of play and gave it a title, choose the characters, props, etc....
This was a good group learning experience for the students and enjoyable.
Writing is very important for all ages of children. I taught Pre-School for several years and would help students write stories for their drawings. The drawings would just be scribbling for some but a story could be told from the pictures. The students would tell me about their picture and I would write the words for them.
I always had picture books in the literacy center (book center) and the students would read the story (tell the story from the pictures it would not be the exact words in the book), this helps them gain confidence in themselves. It also helps them make the connection of pictures with the correct word order (letter order).
With my older students we do daily journal writing I write the topic on the board and we brain storm ideas using the story or word web. I encourage students to be creative with their writing and to draw pictures they can associate with the story.
I will model for students using the overhead projector showing pictures and short writings.
I have a variety of books and writing materials in the classroom.
A inviting writing center includes paper, crayons, markers, stencils, and old books (magazines) for the students to cut out to include in a story.
The fourth grade students just finished writing a play, the students picked the type of play and gave it a title, choose the characters, props, etc....
This was a good group learning experience for the students and enjoyable.
Friday, February 20, 2009
Assignment number four
Wilma Y
The various stages of writing have always fascinated me. It is amazing that most children go through very similar stages and each of these is very important. Each stage is to be praised and encouraged. I have my writing center and my library or literacy center close together in my kindergarten room so there is lots of exposure to print in their environment. We have paper and pencils available for writing grocery list in our dramatic play center as well. There are sight words, students’ names, school workers’ names, and numerical and alphabetic materials available at all times for students to use in their writing. I also have a small white marker board on an easel so that students can write and draw on this. I have lots of supplies to encourage writing and the purposes for writing. Pencils, markers, glue, scissors, tape, envelopes, magazines, small blank booklets, and numerous other writing materials are available for use in the writing center. I have used the clip boards in the past, but am not currently using them. I will put out several of these this week for portable writing centers.
The various stages of writing have always fascinated me. It is amazing that most children go through very similar stages and each of these is very important. Each stage is to be praised and encouraged. I have my writing center and my library or literacy center close together in my kindergarten room so there is lots of exposure to print in their environment. We have paper and pencils available for writing grocery list in our dramatic play center as well. There are sight words, students’ names, school workers’ names, and numerical and alphabetic materials available at all times for students to use in their writing. I also have a small white marker board on an easel so that students can write and draw on this. I have lots of supplies to encourage writing and the purposes for writing. Pencils, markers, glue, scissors, tape, envelopes, magazines, small blank booklets, and numerous other writing materials are available for use in the writing center. I have used the clip boards in the past, but am not currently using them. I will put out several of these this week for portable writing centers.
Wednesday, February 18, 2009
Think Alouds
I use the think aloud process during my reading practices but I learned why when reading chapter 2. I really haven't thought about how the process could benefit those that have no experiences to draw from. This unit has been especially helpful to me as a teacher in developing the whole think aloud process. I have shared this unit as well with a fellow co-worker from another school system.
Week 4 Young Learner
Y: Scaffolding is a technique I use ,as a special ed. teacher, for writing and math.
In math, I show the student the first step to the math process. I ask the student to repeat what I had just done. I show the student the second step and ask the student to repeat what I had just done. I continue this process until all the steps are completed. This is an important area to practice this process because students, especially special needs students, have a hard time with multi-tasking. Sometimes I may highlight each step in the process. I continue to do this procedure until the student can work the problem on their own.
For writing, I start by showing the student how to prewrite. I prefer using the "web" pre-writing process. I draw the web and ask students for the information. I fill in the web with their own thoughts and suggestions. After obtaining this information, I show the student how to choose one "web-link" to write about. I offer suggestions and the students put the sentences together. We continue this process until all the web-links are used. The technique allows the student to become an emergent writer, to put their thoughts on paper. Later, the students will begin to draw their own web and fill in their information. They may still need help putting sentences together. Continue the scaffolding process until they reach mastery.
Michelle Miller
In math, I show the student the first step to the math process. I ask the student to repeat what I had just done. I show the student the second step and ask the student to repeat what I had just done. I continue this process until all the steps are completed. This is an important area to practice this process because students, especially special needs students, have a hard time with multi-tasking. Sometimes I may highlight each step in the process. I continue to do this procedure until the student can work the problem on their own.
For writing, I start by showing the student how to prewrite. I prefer using the "web" pre-writing process. I draw the web and ask students for the information. I fill in the web with their own thoughts and suggestions. After obtaining this information, I show the student how to choose one "web-link" to write about. I offer suggestions and the students put the sentences together. We continue this process until all the web-links are used. The technique allows the student to become an emergent writer, to put their thoughts on paper. Later, the students will begin to draw their own web and fill in their information. They may still need help putting sentences together. Continue the scaffolding process until they reach mastery.
Michelle Miller
Younger-Learner
Strategic Literacy Week 3
Y-At the present time we do not have a designated Book-Nook in the library. However, we do believe that they are needed (especially in lower elementary classroom).
We are presently working on ideas to implement one in the library. We want to purchase bean bags, a rocking chair (big), toy stuffed book characters, and beach towels (for lying on while reading). We want to make it very inviting so that the students will want to utilize the Book-Nook.
One idea we have is to let the teachers use the Library Book-Nook as an incentive for students for good behavior; good work; or whatever they choose. Letting two or three students come to Library Book-Nook as a reward at designated times during the week.
Brenda/Sue
Shady Point Library
Strategic Literacy Week 3
Y-At the present time we do not have a designated Book-Nook in the library. However, we do believe that they are needed (especially in lower elementary classroom).
We are presently working on ideas to implement one in the library. We want to purchase bean bags, a rocking chair (big), toy stuffed book characters, and beach towels (for lying on while reading). We want to make it very inviting so that the students will want to utilize the Book-Nook.
One idea we have is to let the teachers use the Library Book-Nook as an incentive for students for good behavior; good work; or whatever they choose. Letting two or three students come to Library Book-Nook as a reward at designated times during the week.
Brenda/Sue
Shady Point Library
Younger-Learner Week 3
Y Strategic Literacy
At the present time we do not have a designated Book-Nook in the library. However, we do believe that they are needed (especially in lower elementary classroom).
We are presently working on ideas to implement one in the library. We want to purchase bean bags, a rocking chair (big), toy stuffed book characters, and beach towels (for lying on while reading). We want to make it very inviting so that the students will want to utilize the Book-Nook.
One idea we have is to let the teachers use the Library Book-Nook as an incentive for students for good behavior; good work; or whatever they choose. Letting two or three students come to Library Book-Nook as a reward at designated times during the week.
Brenda/SueShady Point Library
Y Strategic Literacy
At the present time we do not have a designated Book-Nook in the library. However, we do believe that they are needed (especially in lower elementary classroom).
We are presently working on ideas to implement one in the library. We want to purchase bean bags, a rocking chair (big), toy stuffed book characters, and beach towels (for lying on while reading). We want to make it very inviting so that the students will want to utilize the Book-Nook.
One idea we have is to let the teachers use the Library Book-Nook as an incentive for students for good behavior; good work; or whatever they choose. Letting two or three students come to Library Book-Nook as a reward at designated times during the week.
Brenda/SueShady Point Library
Week 3 Assignment
Book Nook- I love the idea of a book nook. I, personally love to curl up in my favorite chair and read. I think utilizing a book nook in a library setting is a great way for children to garner a love reading. After reading an interesting book to the younger students, they can then go to the nook and enjoy it. The theme of the book nook can be changed through out the year, to keep the interest level and enjoyment high.
Tuesday, February 17, 2009
Week 3
TA - Step 3,4, and 5
When I have story time with my first graders, I usually try to read 2 books, one for "learning" and one "for the pleasure of reading." I use think-alouds with both types of books, probably more so with the "learning" book as we discuss why I might want to read that book and what it has to do with our lives (step 3). I'm thinking aloud as I'm reading, although not nearly to the extent that the author does and the students are thinking aloud - making predictions, finding clues, etc. along with me (step 4).
Although we don't underline words and phrases - we maybe could do that with our laminated big books, though - we do decide which predictions were correct, not correct, or not proven, and what clues helped us (step 5). Incidentally, a "learning" story is not necessarily a non-fiction book.
When I have story time with my first graders, I usually try to read 2 books, one for "learning" and one "for the pleasure of reading." I use think-alouds with both types of books, probably more so with the "learning" book as we discuss why I might want to read that book and what it has to do with our lives (step 3). I'm thinking aloud as I'm reading, although not nearly to the extent that the author does and the students are thinking aloud - making predictions, finding clues, etc. along with me (step 4).
Although we don't underline words and phrases - we maybe could do that with our laminated big books, though - we do decide which predictions were correct, not correct, or not proven, and what clues helped us (step 5). Incidentally, a "learning" story is not necessarily a non-fiction book.
Week 4 Assignment
Dear Participants:
We are beginning the second half of our training sessions!! Before going on to tell you about this week’s assignments, I would very much like to congratulate you on your work.
I have just spent several hours reading your posts and your comments to each other. They are truly amazing! Can you see the changes? I am particularly heartened by your inclusion of ideas and strategies in your lessons and units – and your sharing of the results with us!! These last three weeks should be so much easier now that we are masters at navigating the blogs and so much richer as we continue to increase our participation and sharing of ideas and strategies. I particularly like our readings and topics for this week. They are literacy, of course, but I keep thinking of the math teachers’ complaints regarding word problems – just think what think-alouds and cued think-alouds might do for them!
Once again, the two chapters I have selected from our texts share a continuum in student awareness and skill. I found myself thinking, as I read about the Youngest Learner that much of the information here is even helpful for older students (past 3rd grade and on). I won’t ruin the chapters by discussing them here. But look at these simple texts and project them forward. Can you see applications?
Online Training 02/18/09 — 02/24/09 Week 4
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 8, "The Writing Center," pp. 141–159.
Pay special attention to “Scaffolded Writing,” pp. 153 – 54.
Think-Alouds: Chapter 3, "Author’s Craft, Reader’s Role,” pp. 67 – 92.
Pay special attention to the “Rules of Notice,” p. 80 and to the ongoing list of reading strategies.
Prompt: Some of you may already do “Cued Think-Alouds.” For some of you, this may be a new idea. Include one in your classroom activities for the following week. As an extra challenge, particularly if you have already done something like this, what about attempting to use this strategy in one of the content areas? Don’t forget to model and scaffold. What would be the “Rules of Notice” for math? For science?
Even very young children need exposure to different genres, yet we often use stories as the basis of reading instruction. If you try the extra challenge, share your “Rules of Notice” for the content areas with us.
Just a comment: Did you notice the beginnings of the graphic organizer concept in Youngest Learner? I love the way we humans integrate and transform our knowledge throughout our lives.
I look forward to your posts and comments. And I thank you for your generosity. Your suggestions and praise for your colleagues are appreciated.
See you in the blogs!
Vicky
We are beginning the second half of our training sessions!! Before going on to tell you about this week’s assignments, I would very much like to congratulate you on your work.
I have just spent several hours reading your posts and your comments to each other. They are truly amazing! Can you see the changes? I am particularly heartened by your inclusion of ideas and strategies in your lessons and units – and your sharing of the results with us!! These last three weeks should be so much easier now that we are masters at navigating the blogs and so much richer as we continue to increase our participation and sharing of ideas and strategies. I particularly like our readings and topics for this week. They are literacy, of course, but I keep thinking of the math teachers’ complaints regarding word problems – just think what think-alouds and cued think-alouds might do for them!
Once again, the two chapters I have selected from our texts share a continuum in student awareness and skill. I found myself thinking, as I read about the Youngest Learner that much of the information here is even helpful for older students (past 3rd grade and on). I won’t ruin the chapters by discussing them here. But look at these simple texts and project them forward. Can you see applications?
Online Training 02/18/09 — 02/24/09 Week 4
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 8, "The Writing Center," pp. 141–159.
Pay special attention to “Scaffolded Writing,” pp. 153 – 54.
Think-Alouds: Chapter 3, "Author’s Craft, Reader’s Role,” pp. 67 – 92.
Pay special attention to the “Rules of Notice,” p. 80 and to the ongoing list of reading strategies.
Prompt: Some of you may already do “Cued Think-Alouds.” For some of you, this may be a new idea. Include one in your classroom activities for the following week. As an extra challenge, particularly if you have already done something like this, what about attempting to use this strategy in one of the content areas? Don’t forget to model and scaffold. What would be the “Rules of Notice” for math? For science?
Even very young children need exposure to different genres, yet we often use stories as the basis of reading instruction. If you try the extra challenge, share your “Rules of Notice” for the content areas with us.
Just a comment: Did you notice the beginnings of the graphic organizer concept in Youngest Learner? I love the way we humans integrate and transform our knowledge throughout our lives.
I look forward to your posts and comments. And I thank you for your generosity. Your suggestions and praise for your colleagues are appreciated.
See you in the blogs!
Vicky
YL. I've taught school for 28 years and one of the hardest things to do is to get students to enjoy reading on their own. One of the best ways I have found is to
reward my students with a sticker each time they read a small book and pass a test on the computer. When they get six stickers they can redeem them at Braums for a free ice-cream. My students beg me to read and take test. Their reading scores have gone way up and I believe this is a major factor for their improvement.
Rhonda Fox
2nd grade
Shady Point School
reward my students with a sticker each time they read a small book and pass a test on the computer. When they get six stickers they can redeem them at Braums for a free ice-cream. My students beg me to read and take test. Their reading scores have gone way up and I believe this is a major factor for their improvement.
Rhonda Fox
2nd grade
Shady Point School
Strategic Literacy-week 3
T-A Step 3: Stating my purpose: When I read to my kindergarteners, I have a specific purpose in mind. However, as you mentioned, we do not always think to voice this purpose to our students. I plan to work harder to teach my students some process strategies such as making and adjusting predictions and leading them in characters' experiences so that they can predict what characters might do and feel. My expectations in this are that they will begin to see the value of being able to make these predictions in their reading and also in real life. I hope to eventually see them putting these strategies into practice on a regular basis.
Step 4: Read the text aloud to students and think-aloud as you do so: While I always name text features such a title and illustrations while reading to my kindergarteners, I have not been as careful to point out the importance of the first few lines of the text in setting the stage for the rest of the story. I plan to be more deliberate in using verbs such as, "I wonder, I think, I predict, I bet, or I'm confused about..." to emphasize the mental moves we will be making in our reading. I will also use phrases such as, "Let's read further to find out...". This will create an anticipation and purpose for further reading. My hope is that this will help students learn to use some strategies that are used by expert readers in understanding new text.
Step 4: Read the text aloud to students and think-aloud as you do so: While I always name text features such a title and illustrations while reading to my kindergarteners, I have not been as careful to point out the importance of the first few lines of the text in setting the stage for the rest of the story. I plan to be more deliberate in using verbs such as, "I wonder, I think, I predict, I bet, or I'm confused about..." to emphasize the mental moves we will be making in our reading. I will also use phrases such as, "Let's read further to find out...". This will create an anticipation and purpose for further reading. My hope is that this will help students learn to use some strategies that are used by expert readers in understanding new text.
Week 3 Assignment-Youngest/Book Nook
A book nook must be inviting and attractive for all students. This will encourage students to want to read and explore books.
A flannel board for students to create their own stories, they enjoy making up stories.
Record students reading a book and then let them listen to themselves read. This also helps the teacher with the progress a student is making or where he/she may be having trouble with reading such as word pronunciation, blends, and sounds, etc....
Puppets also create a interest for students they enjoy acting out the stories read.
Changing books and furniture in the book nook will keep students interested and challenge their
ability to conquer reading.
I enjoy reading and encourage all my students to read.
A book nook must be inviting and attractive for all students. This will encourage students to want to read and explore books.
A flannel board for students to create their own stories, they enjoy making up stories.
Record students reading a book and then let them listen to themselves read. This also helps the teacher with the progress a student is making or where he/she may be having trouble with reading such as word pronunciation, blends, and sounds, etc....
Puppets also create a interest for students they enjoy acting out the stories read.
Changing books and furniture in the book nook will keep students interested and challenge their
ability to conquer reading.
I enjoy reading and encourage all my students to read.
Monday, February 16, 2009
Youngest - Book Nook
When I was going to college to become a teacher, I dreamed about the type of inviting book nook I wanted to have in my room. I dreamed of a jungle theme for the boys, a princess castle for the girls, a inviting teen room for the older students, and just have a decorated old time bath tub seemed inviting. So even before I became a teacher I thought this was important. I have in both my Special Education rooms, book nooks. I have bean bags for the students to relax on and comfortable chairs for them to sit in, big enough for two. This way students can share reading with others. I also have tape and CD players in my nook. I have many students who use books on tape, which I think is important for all students. I helps their listen skills, as well as their reading comprehension skills. I also have writing materials in my nook. In this manner, they can incorporate reading and writing skills. My reading book also has many different types of reading and reference materials for the students to use.
My book/reading nook is not what I dreamed of when in college, but for now it serves the purpose and my students enjoy relaxing and reading in this spot. So to me that is the most important.
When I was going to college to become a teacher, I dreamed about the type of inviting book nook I wanted to have in my room. I dreamed of a jungle theme for the boys, a princess castle for the girls, a inviting teen room for the older students, and just have a decorated old time bath tub seemed inviting. So even before I became a teacher I thought this was important. I have in both my Special Education rooms, book nooks. I have bean bags for the students to relax on and comfortable chairs for them to sit in, big enough for two. This way students can share reading with others. I also have tape and CD players in my nook. I have many students who use books on tape, which I think is important for all students. I helps their listen skills, as well as their reading comprehension skills. I also have writing materials in my nook. In this manner, they can incorporate reading and writing skills. My reading book also has many different types of reading and reference materials for the students to use.
My book/reading nook is not what I dreamed of when in college, but for now it serves the purpose and my students enjoy relaxing and reading in this spot. So to me that is the most important.
Saturday, February 14, 2009
Think Alouds week 3
Step 2- In Pre-K & K before I read the story, the class and I look at the pictures and I ask questions. The students make predictions about the story, and connect what is happening in the pictures to real life experiences.
Step 4- I read the story and stop often to model think aloud strategies. I continue to ask the students questions and have them not only give an answer, but tell how they came to that conclusion.
Step 4- I read the story and stop often to model think aloud strategies. I continue to ask the students questions and have them not only give an answer, but tell how they came to that conclusion.
Wednesday, February 11, 2009
Think-Aloud strategy-week 3
T: Step 3 "state your purpose" I use this strategy often. At my school, we work really hard on enforcing the PASS skills. To do so effectively, you must state your purpose. Introduce the story, tell the students the spelling words for the week from this story, teach a specific moral or lesson to be learned from the story, and check for understanding after the story.
Step 8: Reinforce the think aloud w/ follow up lessons by using the Teacher does/student watches. One follow up lesson I do is fill in the blank. My students have a lot of trouble with closure. I will read the sentence and say "blank" where the word is missing. I ask the students to repeat what I just said. I then ask the students to predict what might fit in that sentence, then which word from the list is the same or close to the same. After continuous modeling, the students usually pick up on the fluency and comprehension of the lesson.
Michelle Miller
Step 8: Reinforce the think aloud w/ follow up lessons by using the Teacher does/student watches. One follow up lesson I do is fill in the blank. My students have a lot of trouble with closure. I will read the sentence and say "blank" where the word is missing. I ask the students to repeat what I just said. I then ask the students to predict what might fit in that sentence, then which word from the list is the same or close to the same. After continuous modeling, the students usually pick up on the fluency and comprehension of the lesson.
Michelle Miller
WK 2 ASSIGNMENT
Y-Youngest Learners
I taught 1st and 3rd grades and I like to start the week off by introducing the vocabulary. We would introduce the words and then have the students "brainstorm" what they thought the words meant. I also like to use new words in context to demonstrate the use of context clues. We would also add these new words to the word wall. Throughout the week we would try to use as many of our vocabulary words as possible. The students would also look in their glossary to get the correct meaning. This also promotes familiarity with dictionary use. Every time a student uses a new word correctly they would recieve a smiley face sticker. Also when a student is reading other books we could brainstorm or try using the context clues to figure out the meaning.
I taught 1st and 3rd grades and I like to start the week off by introducing the vocabulary. We would introduce the words and then have the students "brainstorm" what they thought the words meant. I also like to use new words in context to demonstrate the use of context clues. We would also add these new words to the word wall. Throughout the week we would try to use as many of our vocabulary words as possible. The students would also look in their glossary to get the correct meaning. This also promotes familiarity with dictionary use. Every time a student uses a new word correctly they would recieve a smiley face sticker. Also when a student is reading other books we could brainstorm or try using the context clues to figure out the meaning.
Tuesday, February 10, 2009
Week 2 - Think-Alouds
T-A As I read through the info on Think-Alouds, I had to chuckle. Certainly, this is a worthwhile (essential) strategy, but I did think of a major flaw. It seems more and more, today's students do not think ! This makes it a bit difficult to do a think-aloud that would personally benefit each student. This set me to thinking that we teachers in the lower grades need to spend more time and effort on helping our students learn to think - even before we apply the think-aloud strategy to reading a story.
Of course, we all feel like we are getting them to think, especially when we use think-alouds, but is there even more that we can do? I tried to come up with some ways to develop "serious" thinking from my students and I thought of some things like: role-playing real-life situations, hypothetical questions such as "What would your grandma do if . . . ?" , "clues" games, making inferences from pictures. I think we might also develop more thinking from our students if we can relate more activities to what is relevant to them, such as the content of the video games they play, the tv programs and movies they watch, new fads on the market, the celebrities they follow, etc., because the more relevant a topic is, the more willing the student is to give some input, rather than letting others (or the teacher) do the thinking.
Comments? :-) I'd love to have some more ideas.
Of course, we all feel like we are getting them to think, especially when we use think-alouds, but is there even more that we can do? I tried to come up with some ways to develop "serious" thinking from my students and I thought of some things like: role-playing real-life situations, hypothetical questions such as "What would your grandma do if . . . ?" , "clues" games, making inferences from pictures. I think we might also develop more thinking from our students if we can relate more activities to what is relevant to them, such as the content of the video games they play, the tv programs and movies they watch, new fads on the market, the celebrities they follow, etc., because the more relevant a topic is, the more willing the student is to give some input, rather than letting others (or the teacher) do the thinking.
Comments? :-) I'd love to have some more ideas.
Week 3 Assignment
Dear Participants,
We are changing topics again. Some of you did not post during Week 2. Remember that I will provide your school district with data regarding participation so that it can be included in the Final Report to the funding agency. Your participation is important for that purpose and also because the materials we are reading and discussing have a wide application. I have tried to cover the gamut from toddler to middle schooler in the reading assignments to give you a feeling of continuity in the developmental process. These are versatile materials and strategies; you should be able to implement them and to find applications for them in your instructional activities.
Contact me if you are having problems.
As a reminder, I have abbreviated the titles of the books for brevity's sake. Y = Youngest Learner and T-A = Think-Alouds. Please, place a Y or a T-A to indicate which prompt you are responding to at the beginning of your post. In addition, when looking for a colleague's post to comment on, make suggestions, propose adaptations for, give both the name of the author of the original post and either Y or T-A for the text on which the comments are based. Remember, your first post for the week should be based on the reading assignment; your later posts should comment on your colleagues' posts.
Online Training 02/11/09 — 02/17/09 Week 2
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 7, "The Book Nook," pp. 121–134.
Think-Alouds: Chapter 2, "\What All Good Readers Do,” pp. 41 – 66.
Prompt: Once again, there is a continuum here. The familiarity with books and the readiness this familiarity contributes to actual reading is followed by the ability to read strategically as children progress from home, to kinder, to higher grades. What a parent or caretaker asks a toddler as a book is read to him/her is usually a prediction as in “What is the big, bad wolf going to do now?” You will notice that when teaching children to be active participants in a think-aloud, predicting is one of the easiest strategies. A child that cannot make predictions in 2nd grade may never have been read to as a toddler.
Look at the process in Think-Alouds and pick 2 to 3 steps or substeps that you could add to your Think-Aloud routine. You may want to make one of those choices a follow-up activity from either the text or of your own creation. Discuss what you expect the additions to accomplish. If you teach a Think-Aloud during the week, let us know in a later post how your addition worked. For example, Step 3 of the General Steps (p.44) is one that I had considered as something I would do. I would define what I wanted to accomplish. It never occurred to me to share this with the students, and yet it makes complete sense. Without clear purposes, the children are reading for enjoyment, perhaps, if a story is involved, but are unaware of any other purpose. In retrospect, that seems to me like setting out on a trip without a clear destination!
I look forward to your responses. Those of you contributing so far are doing a great job!!
One of our groups is lagging a bit; I have heard from some of its members, some are sick, one is still without electricity! We hope to see you soon!
We are changing topics again. Some of you did not post during Week 2. Remember that I will provide your school district with data regarding participation so that it can be included in the Final Report to the funding agency. Your participation is important for that purpose and also because the materials we are reading and discussing have a wide application. I have tried to cover the gamut from toddler to middle schooler in the reading assignments to give you a feeling of continuity in the developmental process. These are versatile materials and strategies; you should be able to implement them and to find applications for them in your instructional activities.
Contact me if you are having problems.
As a reminder, I have abbreviated the titles of the books for brevity's sake. Y = Youngest Learner and T-A = Think-Alouds. Please, place a Y or a T-A to indicate which prompt you are responding to at the beginning of your post. In addition, when looking for a colleague's post to comment on, make suggestions, propose adaptations for, give both the name of the author of the original post and either Y or T-A for the text on which the comments are based. Remember, your first post for the week should be based on the reading assignment; your later posts should comment on your colleagues' posts.
Online Training 02/11/09 — 02/17/09 Week 2
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 7, "The Book Nook," pp. 121–134.
Think-Alouds: Chapter 2, "\What All Good Readers Do,” pp. 41 – 66.
Prompt: Once again, there is a continuum here. The familiarity with books and the readiness this familiarity contributes to actual reading is followed by the ability to read strategically as children progress from home, to kinder, to higher grades. What a parent or caretaker asks a toddler as a book is read to him/her is usually a prediction as in “What is the big, bad wolf going to do now?” You will notice that when teaching children to be active participants in a think-aloud, predicting is one of the easiest strategies. A child that cannot make predictions in 2nd grade may never have been read to as a toddler.
Look at the process in Think-Alouds and pick 2 to 3 steps or substeps that you could add to your Think-Aloud routine. You may want to make one of those choices a follow-up activity from either the text or of your own creation. Discuss what you expect the additions to accomplish. If you teach a Think-Aloud during the week, let us know in a later post how your addition worked. For example, Step 3 of the General Steps (p.44) is one that I had considered as something I would do. I would define what I wanted to accomplish. It never occurred to me to share this with the students, and yet it makes complete sense. Without clear purposes, the children are reading for enjoyment, perhaps, if a story is involved, but are unaware of any other purpose. In retrospect, that seems to me like setting out on a trip without a clear destination!
I look forward to your responses. Those of you contributing so far are doing a great job!!
One of our groups is lagging a bit; I have heard from some of its members, some are sick, one is still without electricity! We hope to see you soon!
Strategic Literacy Week 2 Youngest Learner
Strategic Literacy Week 2 Youngest Learner
Our school is Pre-k through 8th grade. Students in grades K-4 are scheduled for a once-a-week; one hour time period. Other students have flexible scheduling where they come to check out books during the day or come for instructional assistance as requested by the teacher (which can also be utilized by lower grade teachers).
We recently acquired “The Bee Tree” by Patricia Polacco, one of our favorite authors. We love her illustrations and her books are mostly of true experiences from her childhood.
We used this book during our Read-Aloud with Kindergarten through 4th. Questions may vary to the grade level.
Y. What was the girl’s name?
Y. What is a bee tree and the purpose of it?
Y. Why do you suppose grandpa was putting the bees in a jar—what was he going to do with them?
Y. When did grandpa let the bees go?
Y. Why did they build a fire in the tree?
Y. What was the lesson grandpa was trying to teach Mary Ellen?
We have the students draw and color a picture pertaining to the story with title and author on their page.
Shady Point Elementary
Brenda/Sue Library
Our school is Pre-k through 8th grade. Students in grades K-4 are scheduled for a once-a-week; one hour time period. Other students have flexible scheduling where they come to check out books during the day or come for instructional assistance as requested by the teacher (which can also be utilized by lower grade teachers).
We recently acquired “The Bee Tree” by Patricia Polacco, one of our favorite authors. We love her illustrations and her books are mostly of true experiences from her childhood.
We used this book during our Read-Aloud with Kindergarten through 4th. Questions may vary to the grade level.
Y. What was the girl’s name?
Y. What is a bee tree and the purpose of it?
Y. Why do you suppose grandpa was putting the bees in a jar—what was he going to do with them?
Y. When did grandpa let the bees go?
Y. Why did they build a fire in the tree?
Y. What was the lesson grandpa was trying to teach Mary Ellen?
We have the students draw and color a picture pertaining to the story with title and author on their page.
Shady Point Elementary
Brenda/Sue Library
Strategic Literacy Week 2 Youngest Reader
Strategic Literacy Week 2 Youngest Learner
Our school is Pre-k through 8th grade. Students in grades K-4 are scheduled for a once-a-week; one hour time period. Other students have flexible scheduling where they come to check out books during the day or come for instructional assistance as requested by the teacher (which can also be utilized by lower grade teachers).
We recently acquired “The Bee Tree” by Patricia Polacco, one of our favorite authors. We love her illustrations and her books are mostly of true experiences from her childhood.
We used this book during our Read-Aloud with Kindergarten through 4th. Questions may vary to the grade level.
Y. What was the girl’s name?
Y. What is a bee tree and the purpose of it?
Y. Why do you suppose grandpa was putting the bees in a jar—what was he going to do with them?
Y. When did grandpa let the bees go?
Y. Why did they build a fire in the tree?
Y. What was the lesson grandpa was trying to teach Mary Ellen?
We have the students draw and color a picture pertaining to the story with title and author on their page.
Shady Point Elementary
Brenda/Sue Library
Our school is Pre-k through 8th grade. Students in grades K-4 are scheduled for a once-a-week; one hour time period. Other students have flexible scheduling where they come to check out books during the day or come for instructional assistance as requested by the teacher (which can also be utilized by lower grade teachers).
We recently acquired “The Bee Tree” by Patricia Polacco, one of our favorite authors. We love her illustrations and her books are mostly of true experiences from her childhood.
We used this book during our Read-Aloud with Kindergarten through 4th. Questions may vary to the grade level.
Y. What was the girl’s name?
Y. What is a bee tree and the purpose of it?
Y. Why do you suppose grandpa was putting the bees in a jar—what was he going to do with them?
Y. When did grandpa let the bees go?
Y. Why did they build a fire in the tree?
Y. What was the lesson grandpa was trying to teach Mary Ellen?
We have the students draw and color a picture pertaining to the story with title and author on their page.
Shady Point Elementary
Brenda/Sue Library
Week 2 Assignment
Prior to reading I ask leading questions to activate students' prior knowledge about the subject. I also ask predicting questions to see if we can make a connection as to what the book or story may be about. We also take a look at the vocabulary words before reading and see if can write a definition and compare after we have read the selection. I model appropriate reading rate, proper expressions and intonation. After we have read the selection we journal our story by drawing and coloring a picture about the story and write the vocabulary words with definitions.
Monday, February 9, 2009
Read/Think Aloud
Y: Think aloud is a "real world" experience. Part of our inner voice comes into play by saying and doing the steps:
*Introduce story
*Ask for predictions from illustrations
*Review vocabulary words from text
*Ask students to locate the words in text
*Spell the words together
*Is more than one meaning?
*Listen to story
*Read story aloud
*Students state their opinion of the story
*Ask for feedback
*Allow higer order thinking by applying story to a life principle
*Introduce story
*Ask for predictions from illustrations
*Review vocabulary words from text
*Ask students to locate the words in text
*Spell the words together
*Is more than one meaning?
*Listen to story
*Read story aloud
*Students state their opinion of the story
*Ask for feedback
*Allow higer order thinking by applying story to a life principle
Strategic Literacy, Week 2
(Y) While reading to my kindergarten class the book, The Biggest, Best Snowman” by Margery Cuyler, beautifully illustrated by Will Hillenbrand, we reviewed some vocabulary. One of the words was blustery. I talked to them about the blustery wind that was blowing outside today. I encouraged them to try to use this word in a sentence sometime this week. After giving them the title of the book and, before showing them any of the illustrations, we talked about what season the book would be describing. I showed them a few of the beautiful snowy illustrations to let them know their prediction was correct. I pointed out the phrase “bare-branched trees” and we discussed why the trees would be bare.
I showed the students some illustrations of Little Nell with the forest animals (a bear, rabbit, reindeer, cardinal, crow and sparrow). The animals were talking to Little Nell and helping her build a huge snowman. I asked if they thought the story was real or make-belief and why they thought this. This open-ended question elicited several comments from the class about animals not being able to talk to people or to build a snowman.
I conducted a sustained conversation with the class on why it would not be a good idea to play with a bear cub and what might happen. It was brought out that the Mama Bear would probably be close by and would likely attack anyone approaching her baby.
To build comprehension by building a bridge to their own experience, we talked about times when people in their family, or others, might have told them that they were “too little” to do certain things. I asked them how this made them feel.
By asking these types of questions, I was able to elicit more than just single word responses. This caused students to have to think about the answers, make predictions and draw conclusions. These higher-order thinking activities are likely to give more meaning to the story.
I showed the students some illustrations of Little Nell with the forest animals (a bear, rabbit, reindeer, cardinal, crow and sparrow). The animals were talking to Little Nell and helping her build a huge snowman. I asked if they thought the story was real or make-belief and why they thought this. This open-ended question elicited several comments from the class about animals not being able to talk to people or to build a snowman.
I conducted a sustained conversation with the class on why it would not be a good idea to play with a bear cub and what might happen. It was brought out that the Mama Bear would probably be close by and would likely attack anyone approaching her baby.
To build comprehension by building a bridge to their own experience, we talked about times when people in their family, or others, might have told them that they were “too little” to do certain things. I asked them how this made them feel.
By asking these types of questions, I was able to elicit more than just single word responses. This caused students to have to think about the answers, make predictions and draw conclusions. These higher-order thinking activities are likely to give more meaning to the story.
week 2 assignment Strategic Literacy
Y- In my Pre-K & Kindergarten classroom I have a focus question about the story before I read. For example: How did the men in the story act as a team? The students listen to find the answer to the question.
As I read I stop and ask questions (inferential, opinion, factual) and have the students make predictions about the story.
After reading, I review the focus question and have students answer and give an example from the story. I then have them give examples from their own experiences.
As I read I stop and ask questions (inferential, opinion, factual) and have the students make predictions about the story.
After reading, I review the focus question and have students answer and give an example from the story. I then have them give examples from their own experiences.
Week 2 Assignment:
Y-Vocabulary
When reading our story for the week, we discuss the new words that are introduced at the beginning of each story. We pronounce the words and look for clues to help with the meaning (context clues). I have the students look the words up in the dictionary and write the definition, then use the word correctly in a sentence and a question.
Y-Vocabulary
I also use word ladders were students must change one letter to make a new word, using hints or clues that are given. We also have a vocabulary box where I introduce a new word to students each week and we look up the definition and then discuss how the word relates to things in our environment.
Y-When reading the story I will ask open-ended questions about what students have read and how it relates to previous stories or characters. Students are given a chance to respond to the question and explain their answers. Most of my students will relate the story to things that have happened in their lives.
Y-All students need to be able to pronounce words correctly by sounding them out and know the definitions for unfamiliar words.
Nancy Watts
Shady Point 3rd & 4th Grade Teacher
Y-Vocabulary
When reading our story for the week, we discuss the new words that are introduced at the beginning of each story. We pronounce the words and look for clues to help with the meaning (context clues). I have the students look the words up in the dictionary and write the definition, then use the word correctly in a sentence and a question.
Y-Vocabulary
I also use word ladders were students must change one letter to make a new word, using hints or clues that are given. We also have a vocabulary box where I introduce a new word to students each week and we look up the definition and then discuss how the word relates to things in our environment.
Y-When reading the story I will ask open-ended questions about what students have read and how it relates to previous stories or characters. Students are given a chance to respond to the question and explain their answers. Most of my students will relate the story to things that have happened in their lives.
Y-All students need to be able to pronounce words correctly by sounding them out and know the definitions for unfamiliar words.
Nancy Watts
Shady Point 3rd & 4th Grade Teacher
Y - T As a Special Education teacher, I know how important it is for my students to both read and hear the spoken words. I have students in my room from grades 2nd through 7th at the same time doing reading at different levels. Whenever I am reading to a group and a new word comes up, I stop everyone and discuss it with everyone to increase all my students vocabulary. I know it is important for all ages to increase their vocabulary.
Inferences is one of the most difficult for my students to relate to things. I make sure and relate things to them that are familiar to their surroundings. I make sure we do group discussions and include all the students. In this manner, everyone learns from each other.
Inferences is one of the most difficult for my students to relate to things. I make sure and relate things to them that are familiar to their surroundings. I make sure we do group discussions and include all the students. In this manner, everyone learns from each other.
Thursday, February 5, 2009
From the Other Group
I thought you might like to see how the other blog is handling the assignments. Here is one of their posts.
This post is based on the Think Aloud book -In my classroom, we have currently been discussing how important it is to gather information about characters as we are reading and to be able to infer information about the characters based on information that the author might or might not tell us in the book or passage. Students have also learned how to put themselves "in the character's shoes" and speak and write from the character's point of view. I decided to incorporate the skill of analyzing character traits with what students have learned about parts of a play and asked students to work in their small groups (reading groups based on reading levels - all reading various chapter books) to create a script for a "talk show" where the characters from the book they were currently reading in their groups were the special guests for the day. They were required to think about what kinds of questions the talk show host should ask the characters and based on what they had learned and inferred about the characters thus far, develop responses for the characters.
Because students are all working on different chapter books during this reading time, I first have a whole group time where I teach the strategy and model it using a book or passage that we will read all together. We have been using a chapter book for a read aloud, so I used a Think Aloud to create some questions, answers, and conversation for some of the characters in that book as if they were on a Talk Show before having the students begin creating their Talk Show. I showed students that if I wasn't sure of how a character would respond, I would go back to the book and/or my reading journal to see how he/she has responded to other situations.
I was able to determine the ZPD of the small groups of students for analyzing character traits as I rotated around the classroom based on the scripts that they were creating. Some students were able to deeply get into the world of the characters they were using in their scripts, so it was clear to me that analyzing character traits was well in their ZPD. Other students were only able to develop yes or no questions to ask the characters in their books, so I was able to model examples from their own books at this time in the small group settings, then set them free again to try to figure it out independently.
Vicky
This post is based on the Think Aloud book -In my classroom, we have currently been discussing how important it is to gather information about characters as we are reading and to be able to infer information about the characters based on information that the author might or might not tell us in the book or passage. Students have also learned how to put themselves "in the character's shoes" and speak and write from the character's point of view. I decided to incorporate the skill of analyzing character traits with what students have learned about parts of a play and asked students to work in their small groups (reading groups based on reading levels - all reading various chapter books) to create a script for a "talk show" where the characters from the book they were currently reading in their groups were the special guests for the day. They were required to think about what kinds of questions the talk show host should ask the characters and based on what they had learned and inferred about the characters thus far, develop responses for the characters.
Because students are all working on different chapter books during this reading time, I first have a whole group time where I teach the strategy and model it using a book or passage that we will read all together. We have been using a chapter book for a read aloud, so I used a Think Aloud to create some questions, answers, and conversation for some of the characters in that book as if they were on a Talk Show before having the students begin creating their Talk Show. I showed students that if I wasn't sure of how a character would respond, I would go back to the book and/or my reading journal to see how he/she has responded to other situations.
I was able to determine the ZPD of the small groups of students for analyzing character traits as I rotated around the classroom based on the scripts that they were creating. Some students were able to deeply get into the world of the characters they were using in their scripts, so it was clear to me that analyzing character traits was well in their ZPD. Other students were only able to develop yes or no questions to ask the characters in their books, so I was able to model examples from their own books at this time in the small group settings, then set them free again to try to figure it out independently.
Vicky
Wednesday, February 4, 2009
Week 2 Assignment
Dear Participants:
Some of our school districts are still having problems. I am particularly concerned for those of you in Kentucky. I know you have just gone back to school. However, some of you may still be living without electricity. Know that if necessary, we can make up whatever you miss after the 6 weeks are over. If possible, submit your original post for the week, the one discussing the implications/applications of the readings. We will worry about the other 2 comments later. I know you will be so behind both here and at school!
I have abbreviated the titles of the books for brevity's sake. Y = Youngest Learner and T-A = Think-Alouds. Please, place a Y or a T-A to indicate which prompt you are responding to at the beginning of your post. In addition, when looking for a colleague's post to comment on, make suggestions, propose adaptations for, give both the name of the author of the original post and either Y or T-A for the text on which the comments are based. Remember, your first post for the week should be based on the reading assignment; your later posts should comment on your colleagues' posts.
Important: go to the URL address for your blog and post your responses in that spot. Do NOT send responses by email unless you have cleared it with me first. We will do all discussion online on either Strategic Reading or Strategic Literacy (whichever group you were assigned to).
Online Training 02/04/09—Week 2
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 4, “Reading Aloud to Children,” pp. 76 (starting with Vocabulary) – 89. Pay special attention to pages 79 and 83.
Think-Alouds: Chapter 1, “Seeing Reading,” pp. 18 – 34. Pay special attention to pages 25 – 31.
Prompt: Notice that both readings discuss the same strategy, although for different age groups. The information, however, can be applied to all age groups. For example, Youngest Learner, p. 83 lists Question/Comment Types that could apply to high school and college students: “focusing on text structure” or “summarizing.” Plan a new Read/Think Aloud or discuss modifications to one you have already used. Include 3 items as emphases from any of the lists included above in the “pay special attention to” pages. Tell us how you would expect higher-order thinking to be required as you and the children go through the activity.
Note: I know you use these strategies. My purpose here is to share with you the incredible number of purposes/applications possible with them. Sometimes, a slightly different approach breathes life into a practice that has become commonplace to either you or the children.
Some of our school districts are still having problems. I am particularly concerned for those of you in Kentucky. I know you have just gone back to school. However, some of you may still be living without electricity. Know that if necessary, we can make up whatever you miss after the 6 weeks are over. If possible, submit your original post for the week, the one discussing the implications/applications of the readings. We will worry about the other 2 comments later. I know you will be so behind both here and at school!
I have abbreviated the titles of the books for brevity's sake. Y = Youngest Learner and T-A = Think-Alouds. Please, place a Y or a T-A to indicate which prompt you are responding to at the beginning of your post. In addition, when looking for a colleague's post to comment on, make suggestions, propose adaptations for, give both the name of the author of the original post and either Y or T-A for the text on which the comments are based. Remember, your first post for the week should be based on the reading assignment; your later posts should comment on your colleagues' posts.
Important: go to the URL address for your blog and post your responses in that spot. Do NOT send responses by email unless you have cleared it with me first. We will do all discussion online on either Strategic Reading or Strategic Literacy (whichever group you were assigned to).
Online Training 02/04/09—Week 2
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest Learner: Chapter 4, “Reading Aloud to Children,” pp. 76 (starting with Vocabulary) – 89. Pay special attention to pages 79 and 83.
Think-Alouds: Chapter 1, “Seeing Reading,” pp. 18 – 34. Pay special attention to pages 25 – 31.
Prompt: Notice that both readings discuss the same strategy, although for different age groups. The information, however, can be applied to all age groups. For example, Youngest Learner, p. 83 lists Question/Comment Types that could apply to high school and college students: “focusing on text structure” or “summarizing.” Plan a new Read/Think Aloud or discuss modifications to one you have already used. Include 3 items as emphases from any of the lists included above in the “pay special attention to” pages. Tell us how you would expect higher-order thinking to be required as you and the children go through the activity.
Note: I know you use these strategies. My purpose here is to share with you the incredible number of purposes/applications possible with them. Sometimes, a slightly different approach breathes life into a practice that has become commonplace to either you or the children.
Literacy and the Youngest Learner
Literacy and the Youngest LearnerY--Concepts of Print--With students in lower elementary we begin with "understanding of how the book works." Beginning with parts of books-as we discuss and demonstrate by pointing out the cover; dust jacket; how to care for the book; how to turn the pages; we point to the words on the pages as we read a-loud.Y--Vocabulary--In the library during the read-aloud time we will pause during reading of the story if we have a word we feel the student may not understand and explain and discuss the meaning. Sometimes the students will ask us what the meaning is for a word. We feel by discussing meanings for new words and modeling good reading habits we will develop strong lifelong readers.Y--Listening and Reading Comprehension--During the read-along story time, in the library we pause and ask pertinent questions to see that the students are listening and know what the story is about. After the story we have some students explain what they think the story was telling. We also will ask some students to make up a different ending for the story.Brenda/SueShady Point Library
Literacy and the Youngest Learner
Y--Concepts of Print--
With students in lower elementary we begin with "understanding of how the book works." Beginning with parts of books-as we discuss and demonstrate by pointing out the cover; dust jacket; how to care for the book; how to turn the pages; we point to the words on the pages as we read a-loud.
Y--Vocabulary--
In the library during the read-aloud time we will pause during reading of the story if we have a word we feel the student may not understand and explain and discuss the meaning. Sometimes the students will ask us what the meaning is for a word. We feel by discussing meanings for new words and modeling good reading habits we will develop strong lifelong readers.
Y--Listening and Reading Comprehension--
During the read-along story time, in the library we pause and ask pertinent questions to see that the students are listening and know what the story is about. After the story we have some students explain what they think the story was telling. We also will asks some students to make up a different ending for the story.
Brenda/Sue
Shady Point Library
With students in lower elementary we begin with "understanding of how the book works." Beginning with parts of books-as we discuss and demonstrate by pointing out the cover; dust jacket; how to care for the book; how to turn the pages; we point to the words on the pages as we read a-loud.
Y--Vocabulary--
In the library during the read-aloud time we will pause during reading of the story if we have a word we feel the student may not understand and explain and discuss the meaning. Sometimes the students will ask us what the meaning is for a word. We feel by discussing meanings for new words and modeling good reading habits we will develop strong lifelong readers.
Y--Listening and Reading Comprehension--
During the read-along story time, in the library we pause and ask pertinent questions to see that the students are listening and know what the story is about. After the story we have some students explain what they think the story was telling. We also will asks some students to make up a different ending for the story.
Brenda/Sue
Shady Point Library
Tuesday, February 3, 2009
Developing Vocabulary
Kay Urbank - 1st grade
Shady Point Elementary
Building vocabulary, both oral and written can be quite a challenge. Some of the activities I use with 1st grade are:
Y-1. Write a cloze sentence on the board. Read the sentence together, listing suggestions for the missing word and discussing if the word suggested makes sense in the sentence. After getting a fair number of words, write the beginning letter of the missing word in the blank - see what now fits. Add another letter - see what words from the list fit now, etc.
Target areas - Phonological Awareness, Oral Language, Vocabulary, Listening or Reading Comprehension.
Y-2. When working with a list of "new" words to be found in a story, we make up "clues" about the words and try to find the target word from the word cards. I make up some and the students come up with others. The clues can be meanings, rhyming words, opposites, beginning sounds, ending sounds, etc. I.E. I see a word that ends like ___ (rhymes with), etc.
Target Areas: Phonological Awareness, Alphabetic Principle, Letter-Sound Knowledge, Vocabulary, Listening, and/orMotivation to Engage with Text depending upon the clues given.
Y-3. An activity I use for reading vocabulary is to fill a pocket chart with word cards, reciting the words with the group as I place the cards. The students then take turns choosing a word they know, taking the card back to their seat when they identify the word correctly. With some students I need to tell them a word to look for depending upon their ZPD. (Did I use that term correctly?) When all of the cards have been chosen, they switch cards and put them back into the pocket chart, telling each word as they put the card back. This activity is highly motivational because they're searching for the words they know/can figure out and paying attention to the others because they don't know which cards they'll get when they switch.
Shady Point Elementary
Building vocabulary, both oral and written can be quite a challenge. Some of the activities I use with 1st grade are:
Y-1. Write a cloze sentence on the board. Read the sentence together, listing suggestions for the missing word and discussing if the word suggested makes sense in the sentence. After getting a fair number of words, write the beginning letter of the missing word in the blank - see what now fits. Add another letter - see what words from the list fit now, etc.
Target areas - Phonological Awareness, Oral Language, Vocabulary, Listening or Reading Comprehension.
Y-2. When working with a list of "new" words to be found in a story, we make up "clues" about the words and try to find the target word from the word cards. I make up some and the students come up with others. The clues can be meanings, rhyming words, opposites, beginning sounds, ending sounds, etc. I.E. I see a word that ends like ___ (rhymes with), etc.
Target Areas: Phonological Awareness, Alphabetic Principle, Letter-Sound Knowledge, Vocabulary, Listening, and/orMotivation to Engage with Text depending upon the clues given.
Y-3. An activity I use for reading vocabulary is to fill a pocket chart with word cards, reciting the words with the group as I place the cards. The students then take turns choosing a word they know, taking the card back to their seat when they identify the word correctly. With some students I need to tell them a word to look for depending upon their ZPD. (Did I use that term correctly?) When all of the cards have been chosen, they switch cards and put them back into the pocket chart, telling each word as they put the card back. This activity is highly motivational because they're searching for the words they know/can figure out and paying attention to the others because they don't know which cards they'll get when they switch.
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